OUTLINES OF SCHEME OF EXAMINATION FOR THE DEGREE OF M.ED COURSE UNDER SEMESTER SYSTEM W.E.F SESSION (1-4 pages)

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1 OUTLINES OF SCHEME OF EXAMINATION FOR THE DEGREE OF M.ED COURSE UNDER SEMESTER SYSTEM W.E.F SESSION (1-4 pages) Programme Structure The M.Ed Course shall comprise of two semesters, in which there shall be six papers in the 1 st semester and eight papers in the 2 nd semester including Dissertation and Field Work. The students will be required to submit research proposal in the 1 st semester and dissertation in the 2 nd semester. Semester-I SCHEME OF EXAMINATIONS Paper Nomenclature External Internal Max Time (Theory) (Assessment) Marks I II III Philosophical and Sociological Foundations of Education-I Advanced Educational Psychology-I Methodology of Educational Research and Statistics-I Hrs Hrs Hrs IV V Any one of the following:- i) Educational Technology-I ii) Teacher Education-I iii) Environmental Education-I iv) Value Education and Human Rights-I Any one of the following:- i) Special Education-I ii) Educational Administration and Management-I iii) Computer Education-I iv) Curriculum Development-I 80 Marks Each 80 Marks Each 20 Marks Each 20 Marks Each 100 marks each 100 marks each 3.00 Hrs 3.00 Hrs VI Any one of the following:- i) Comparative Education-I ii) Educational Measurement and Evaluation-I iii) Guidance and Counselling-I iv) Distance Education-I 80 Marks Each 20 Marks Each 100 marks each 3.00 Hrs

2 Submission of Research Proposal Aggregate of 1 st Semester 100 x 6=600 Semester-II Paper Nomenclature External Internal Max Time (Theory) (Assessment) Marks I II III Philosophical and Sociological Foundations of Education-II Advanced Educational Psychology-II Methodology of Educational Research and Statistics-II Hrs Hrs Hrs IV Any one of the following:- i) Educational Technology-II 80 Marks Each 20 Marks Each 100 marks each 3.00 Hrs ii)teacher Education-II iii)environmental Education-II iv)value Education and Human Rights-II V Any one of the following:- i)special Education-II 80 Marks Each 20 Marks Each 100 marks each 3.00 Hrs ii)educational Administration and Management-II iii) Computer Education-II iv) Curriculum Development-II

3 VI Any one of the following:- 80 Marks i) Comparative Education-II Each ii) Educational Measurement and Evaluation-II iii) Guidance and Counselling-II iv) Distance Education-II VII Dissertation & Viva-Voce Examination Marks Each 100 marks each 3.00 Hrs VIII Field Work & Viva-Voce Examination 100 Aggregate of 2 nd Semester 100x8=800 Grand Total (1 st & 2 nd Semester) =1400 Evaluation The following are the Guidelines, Mode of testing and Evaluation including continuous Internal Assessment of M.Ed students:- i) Terminal Evaluation = 80 marks ii) Internal Assessment = 20 marks Twenty marks of Internal Assessment for all Theory Papers in Semester-I and II will be distributed as under:- a) One class test = 10 marks b) One Assignment and its Presentation = 05 marks c) Attendance = 05 marks Criteria for Marks of Attendance will be: i) Less than 65% = 0 marks ii) 65% to 70% = 2 marks iii) 71% to 75% = 3 marks iv) 76 % to 80 % = 4 marks v) Above 80% = 5 marks The students are required to secure forty percent (40%) marks separately both in Theory as well as Internal Assessment.

4 VII)* Dissertation: a) Evaluation of Dissertation = 75 marks b) Viva-voce of Dissertation = 25 marks Total 100 marks The Dissertation will be evaluated by the External and the Internal Examiner who will be the supervisor of the candidate. VIII)* Field Work = 100 Marks The field work will be evaluated by the External and the Internal Examiner, the supervisor of the candidate. Note: * (i) Passing marks are 40% in Dissertation and Field Work. (ii) The Dissertation and Field Work will be evaluated separately by two different examiners

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6 Paper I : Philosophical and Sociological Foundations of Education I Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: understand the nature and scope of philosophy of education analyze, interpret and synthesize various concepts and philosophical principles related to educational phenomena understand the impact of eastern & western schools of philosophy on education understand the nature and scope of sociology of education analyze, interpret and synthesize various concepts and sociological principles related to educational phenomena understand the changing nature of global society and role of education in it; COURSE CONTENTS Philosophy and Education UNIT I a. Educational Philosophy Meaning, Need, its Nature and Functions b. Branches of Philosophy: Metaphysics, Epistemology and Axiology and their Implications for Education; Philosophical Redirection of Educational Research in Recent Times. c. Need of Philosophical Foundations of Education

7 Schools of Philosophy UNIT II a. Characteristics of Indian and Western Philosophy b. Education as Conceived in Bhagwatgeeta and Upanishads and Reconstructionism, c. Contributions to Educational Thought and Practice by Great Thinkers -Krishna Murthi and Aristotle Education and Sociology UNIT III a. Relationship of Education and Sociology, Educational Sociology and Sociology of Education b. Origin of Society Types of Society, Nature of Society, Social structures Elements of Social Structures, Types of Social Structure, Social Structure and Education. Social Control and Social Change. Nature of Social Control and Social Change - Constraints of Social Change. UNIT IV Education for Sustainable Development and Peace a. Education for Sustainable Development: Meaning, Dimensions and Principles of Sustainable Development, Strategies of Sustainable Development(in brief), Role of Education in Sustainable Development b. Education for Peace: Meaning & Need of Peace and Role of Education for Maintaining the Peace c. Human Rights Education: Meaning and Need of Human Rights Education, Role of Education with Reference to Human Rights SELECTED READINGS 1. Banerjee A.C. & Sharma S.R. (1999), Sociological and Philosophical Issues in Education, Jaipur : Book Enclave. 2. Coulby, D. & Zambeta, G. (2005), Globalization & Nationalism in Education, New York : Routledge Falmer. 3. Gupta, Rainu (2011), Philosophical, Sociological and Economic Bases of Education, Ludhiana: Tondon Publications. 4. Kenkel, W.F., Society in Action (1980), Introduction to Sociology. New York: Harper and Row.

8 5. Mathur S.S.(2008), A Sociological Approach to Indian Education, Agra : Vinod Pustak Mandir. 6. Pandey, R.S. (1997), East West Thoughts on Education, Allahabad: Horizon Publishers. 7. Sodhi T.S. & Suri A.(1998), Philosophical and Sociological Foundation of Education, Patiala : Bawa Publications. 8. Wilbur, B. Brookover, D. Gottieb (1964), A Sociology of Education, New York : American Book Company. 9. Weber, C.O. (1960), Basic Philosophies of Education, New York: Holt, Rinehart & Winston.

9 Paper I: Philosophical and Sociological Foundations of Education II Time: 3 Hours Max. Marks: 100 (External: 80, Internal: 20) NOTE: a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: understand the nature and functions of philosophy of education do logical analysis, interpretation and synthesis of various concepts, proposition and philosophical assumptions about educational phenomena understand and use of philosophical methods in studying educational data do critical appraisal of contributions made to education by prominent educational thinkers -- Indian and Western understand concept and process of social organization, social stratification and institution understand relationship between culture, society and education know issues of equality, excellence and inequalities in education. COURSE CONTENTS Philosophy and Education UNIT I a) Relationship of Education and Philosophy, Difference between Educational Philosophy and Philosophy of Education. b) Epistemology and Education: Knowledge, Methods of acquiring valid Knowledge with Special Reference to Positivist and Constructivist Approach. c) Modern Concept of Philosophy: Analysis Logical Empiricism & Positive Relativism

10 Philosophies of Education UNIT II a. Humanism, Marxism and Islamic Traditions with Special Reference to the Concept of Knowledge, Reality and Values and their Educational Implications. b. National Values as Enshrined in the Indian Constitution and their Educational Implications UNIT III Trends in Education a) Education and Modernization b) Education and Politics c) Education and Religion d) Economy and Education-Impact of LPG (Liberalization, Privatization and Globalization) on Education. Sociology and Education UNIT IV a) b) c) Education as related to Social Stratification and Social Mobility Education and Democracy, Constitutional Provisions for Education; Nationalism and Education; Education for National Integration and International Understanding. World Problems and Terrorism its Causes, its Impact on Society and Remedies through Education. SELECTED READINGS 1. Park, J. (1961), The Philosophy of Education, New York: The Macmillan Company. 2. Kneller, G.F.(1963), Foundations of Education, New York : John Wiley and Sons, Inc. 3. Phenix, P.H. (1960), Philosophy of Education, New York: Holt, Rinehart and Winston. 4. Weber, C.O.(1960), Basic Philosophies of Education, New York: Holt, Rinehart and Winston. 5. Weerasinghe, S.G.M. (1993), The Sankhya Philosophy: A Critical Evaluation of its Origins and Development, Delhi: Sri Satguru Publications, A Division of Indian Books Centre.

11 6. Brubacher, John S. (1962), Modern Philosophy of Education, New Jerssey : Prentice- Hall Inc. 7. Gupta, Rainu (2010), Shiksha ke Siddhant,(Hindi Version), Agra: Agrawal Publications. 8. Pandey, R.S. (1997), East West Thoughts on Education, Allahabad: Horizon Publishers. 9. Sodhi T.S. & Suri A. (1998), Philosophical and Sociological Foundations of Education, Patiala: Bawa Publications. 10. Banerjee A.C. & Sharma S.R. (1999), Sociological and Philosophical Issues in Education, Jaipur : Book Enclave. 11. Sharma, A.P. (1999), An Approach to Philosophy of Education, The Indian Publications. 12. Hiriyanna, M. (1995), The Essentials of Indian Philosophy, Motilal Banarasidas Publishers

12 Paper II: Advanced Educational Psychology I Time: 3 Hours Max. Marks: 100 (External: 80, Internal : 20) NOTE: a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: to acquire knowledge about the basic concepts and scope of educational psychology to describe the process of growth and development to understand different theories of learning to get acquainted with the concept of creativity to gain knowledge about the theories of creativity COURSE CONTENT UNIT-I (a) (b) (i) Meaning, Nature and Scope of Educational Psychology (ii) Relevance of Educational Psychology for Theory and Practice of Education Individual Differences: Determinants, Role of Heredity & Environment, Educational Implications UNIT-II (i) Methods of Educational Psychology Observation Experimental Differential Longitudinal (ii) Indian Adolescent: His/Her Problems and their Management

13 UNIT-III (a) (b) (i) Concept of Growth and Development: Principles of Development (ii) Physical Development during Childhood and Adolescence (iii) Social Development during Childhood and Adolescence (iv) Emotional Development during Childhood and Adolescence (v) Piaget s Genetic Epistemological Approach to Cognitive Development Stress and Strain during Adolescence and its Educational Implications UNIT-IV (a) Creativity I. II. III. Meaning and Characteristics Role of Teacher in Developing Creativity and Brain Storming Theories of Creativity: Lombroso, Taylor s Level Theory of Creativity, Psycho- Analytical Theory of Creativity (b) (i) Learning: Concept & Characteristics (ii) Learning Theories: Pavlov s Classical Conditioning Theory, Skinner s Operant Conditioning Theory. (iii) Factors Affecting Learning: Personal, Environmental and Task related. SELECTED READINGS 1. Andrews, T.W. (1961), Methods in Psychology, New York: John Wiley and Sons, Inc. 2. Baller, Warren R. Charles, Don, C.(1962), The Psychology of Human Growth and Development, New York: Holt, Rinehart and Winston. 3. Bigge Morris, L. & Hunt Maurice, (1968), Psychological Foundations of Education, (2nd edition), New York: Harper & Row. 4. Bigge Morris and Row (1971), Learning Theories for Teachers, (2nd edition), New York: Harper & Row. 5. Chauhan S.S. (1978), Advanced Educational Psychology, Delhi: Vikas Publishing House. 6. Coleman, J.C.(1976), Abnormal Psychology and Modern Life, Bombay: D.B. Taraporewala Sons & Co. 7. Dececco John, P.(1968), The Psychology of Learning and Instruction, New Delhi: Prentice Hall of India. 8. Douglas, O.B and Hall B.P. (1948), Foundations of Educational Psychology, New York : The Mac Millan Co. 9. Gagne R.M.(1977), The Conditions of Learning, New York: Holt, Rinehart and Winston.

14 10. Gates, A.T. et.al.(1963), Educational Psychology, New York: Mac Millan. 11. Hilgard, E.R. and Bower, S.H. (1975): Theories of Learning, Cliffs: Prentice Hall. 12. Kundu, C.L.(1976), Personality Development: A Critique of Indian Studies, Kurkshetra: Vishal Publishers. 13. Mathur, S.S.(1986), Educational Psychology (Revised and Enlarged Text Edition), Agra: Vinod Pustak Mandir. 14. Mangal, S.K. (2006), Advanced Educational Psychology, New Delhi: Prentice Hall of India. 15. Mazur, J.E.(1994), Learning and Behaviour (3rd Ed.), New Jersey: Prentice Hall. 16. Woolfolk, Anita, E.(1987), Educational Psychology, (3rd edition), New Jersey: Prentice Hall. 17. Woolfolk, Anita, E.(1993), Reading and Cases in Educational Psychology, Boston: Allyn and Bacon.

15 Paper II: Advanced Educational Psychology II Time: 3 Hours Max. Marks: 100 (External: 80, Internal: 20) NOTE: a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: analyze the learning process based on theoretical approaches of learning gain knowledge of the concept and theories of intelligence understand the concept and theories of personality gain the knowledge about children with special needs, identification and their educational provisions COURSE CONTENT UNIT-I (a) Transfer of Learning: Concept, Types, Theories and Implications (b) Behaviorist Cognitive Approaches to Learning: Tolman and Hull s Theories, Gagne s Hierarchy of Learning (c) Cognitive Approaches to Learning: Gestalt Viewpoint UNIT-II (a) (b) Intelligence: Nature and Evaluation of the Concept Theories of Intelligence: Spearman s Two Factor Theory Thurston s Group Factor theory Guilford s SOI Model Gardner s Multiple Intelligence Theory (c) Values of Intelligence Theories

16 UNIT-III (a) Personality: Concept, Nature and Theories of Personality: Cattle Eysenck Allport Freud (b) Adjustment: Concept & Nature (i) (ii) Defence Mechanisms Conflict Management UNIT-IV (a) Children with Special Needs (i) Meaning and Characteristics (ii) Needs and Problems (iii) Special Measures for their Education (b) Concept, Characteristics, Identification and Education of Children with Learning Disability. SELECTED READINGS 1. Allport, G.W. (1961), Pattern and Growth in Personality, New York : Rinehart and Winston. 2. Andrews, T.W. (1961), Methods in Psychology, New York : John Wiley and Sons, Inc. 3. Baller, Warren;R. Charles and Don, C.(1962), The Psychology of Human Growth and Development, New York: Holt, Rinehart and Winston. 4. Bigge Morris, L. & Hunt Maurce, (1968), Psychological Foundations of Education, (2 nd edition), New York: Harper & Row. 5. Bigge Morris and Row, C. (1971), Learning Theories for Teachers, (2nd edition), New York: Harper. 6. Chauhan S.S. (1978), Advanced Educational Psychology, New Delhi: Vikas Publishing House. 7. Coleman, J.C. (1976), Abnormal Psychology and Modern Life, Bombay: D.B. Taraporewala Sons & Co. 8. Dalip Singh, (2000), Emotional Intelligence at work, New Delhi: Sage Publications. 9. Daniel Singh (1995), Emotional Intelligence, London: Bloomsbury.

17 10. Dececco John, P.(1968), The Psychology of Learning and Instruction, New Delhi : Prentice Hall of India. 11. Douglas, O.B. and Hall B.P. (1948), Foundations of Educational Psychology, New York: The Mac Millan Co. 12. Engler Barbara (1991), Personality Theories: An Introduction, (3rd Ed.), Boston: Houghton Miffin Company. 13. Gagne Peter (1977), The Conditions of Learning, New York: Holt, Rinehart and Winston. 14. Gates, A.T. et.al.(1963), Educational Psychology, New York : Mac Millan. 15. Gagne Peter (1965), Conditions of Learning, Englewood Cliffs, Prentice Hall. 16. Hilgard, E.R. and Bower, S.H.(1975), Theories of Learning, Cliffs; Prentice Hall. 17. Hilgard, E.R.(1982), Theories of Learning, New York: Appleton Century Crafts. 18. Kundu, C.L.(1976), Personality Development: A Critique of Indian Studies, Kurukshetra: Vishal Publishers. 19. Mangal, S.K. (2006), Advanced Educational Psychology, New Delhi: Prentice Hall of India. 20. Mathur, S.S. (1986), Educational Psychology (Revised and Enlarged Text Edition), Agra: Vinod Pustak Mandir. 21. Mazur, J.E. (1994), Learning and Behaviour (3rd Ed.), Englewood Cliffs, New Jersey: Prentice Hall. 22. Woolfolk, Anita, E. (1987), Educational Psychology, (3rd edition), Englewood Cliffs, Prentice Hall.

18 Paper III: Methodology of Educational Research and Statistics I Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: explain the concept of Educational Research develop competency to plan, execute and report research develop inquisitive mind and spirit of inquiry define a research problem formulate hypothesis select sample develop ability in computation of various statistical measures explain various types of correlation and NPC COURSE CONTENTS UNIT I Nature and Scope of Educational Research Scientific Method, Nature and Sources of Knowledge Meaning, Nature, Need and Importance of Educational Research Fundamental, Applied and Action Research Areas of Educational Research The Research Process

19 UNIT II Formulation of Research Problem Sources of Identifying the Problem Review of Related Literature: Importance and Various Sources including Internet. Hypothesis: Concept, Types, Sources, Characteristics of a Good Hypothesis and Formulation of Hypotheses Sampling: Concept, Need, Steps, Types and Characteristics of Sampling. UNIT III Descriptive Statistics Types of Data, Graphical Representation of Data Measures of Central Tendency: Mean, Median and Mode Measures of Dispersion: Range, Quartile Deviation, Mean Deviation and Standard Deviation. Measures of Relative Positions: Percentile and Percentile Ranks. UNIT IV Measures of Relationship and Normal Probability Curve Rank Difference Correlation: Meaning, Assumptions, Computation and Uses. Product Moment Correlation: Meaning, Assumptions, Computation and Uses. Partial and Multiple Correlations: Meaning, Assumptions, Computation and Uses. Normal Probability Curve: Meaning, Characteristics and Applications. SELECTED READINGS 1. Aggarwal, Y. P. (1998), Statistical Methods, New Delhi: Sterling. 2. Best, John W. and Kahn, James V. (1995), Research in Education, Prentice Hall, New Delhi. 3. Burns, R. B. (1991), Introduction to Research in Education, New Delhi: Prentice Hall. 4. Adward, Allen Literacy (1968), Experimental designs in Psychological Research, New York: Holt, Rinehart and Winston. 5. Ferguson, George A. (1976), Statistical Analysis in Psychology and Education, New York: McGraw Hill. 6. Garrett, H. E. (1973), Statistics in Psychology and Education, Bombay : Vakils, Feiffer and Simon.

20 7. Good, C.V. and Douglas, E. Scats (1954), Methods in Social Research, New York: McGraw Hill. 8. Guilford, J.P. and Benjamin, Fruchter (1973), Fundamental Statistics in Psychology and Education, New York: McGraw Hill. 9. Kerlinger, F. N. (1973), Foundation of Behavioural Research, New York: Holt, Rinehart and Winston. 10. Koul, Lokesh (1988), Methodology of Research, New Delhi: Vikas. 11. Kurtz, A.K. and Mayo S.T. (1980), Statistical Methods in Psychology and Education, New Delhi: Narela. 12. Mangal, S.K. (2002), Statistics in Psychology and Education, New Delhi: Prentice Hall of India. 13. Mouly, A. J. (1963), The Science of Educational Research, New Delhi: Eurasia. 14. Neuman, W.L. (1997), An Introduction to Educational Research Methods: Qualitative and Quantitative Approaches, Boston: Allyn and Bacon. 15. Siegel, S. (1986), Non-parametric Statistics, New York: McGraw Hill. 16. Travers, R.M.W. (1978), An Introduction to Educational Research, New York: Macmillan. 17. Van Dalen, D. B. (1992), Understanding Educational Research, New York: McGraw Hill. 18. Young, P.V. (1960), Scientific Social Surveys and Research, New York: Prentice Hall.

21 Paper III: Methodology of Educational Research and Statistics II Time: 3 Hours Max. Marks: 100 (External: 80, Internal: 20) NOTE: a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: develop competency to plan, execute and report research select the tools for studying different variables describe the nature of different types of research select/formulate the design of the study select and conduct the statistical analysis of data by applying the suitable statistical techniques report the research work in accordance with the current procedure of report writing Tools and Techniques of Data Collection COURSE CONTENTS UNIT I Characteristics of a Good Research Tool Questionnaire and Check List Observations and Interview Psychological Tests, Rating Scale and Attitude Scales

22 Major Approaches to Research & Research Report UNIT II Descriptive Research Historical Research Experimental Research: Experimental Designs. Qualitative Research: Concept and Scope Writing of Research Report Inferential Statistics UNIT III Standard Error, Confidence Limits. Levels of Significance and Null Hypothesis. Significance of Difference Between Means: Z-Test & T-Test One Way ANOVA: Concept, Assumptions, Computation and Uses. Non-Parametric Tests UNIT IV Chi-Square Test of Equality and Independence: Concept, Computation and Uses. Median Test: Concept, Computation and Uses. Sign Test: Concept, Computation and Uses. SELECTED READINGS 1. Aggarwal, Y. P. (1998), Statistical Methods, New Delhi: Sterling. 2. Best, John W. and Kahn, James V. (1995), Research in Education, Prentice Hall, New Delhi. 3. Burns, R. B. (1991), Introduction to research in Education, New Delhi: Prentice Hall. 4. Adward, Allen Literacy (1968), Experimental designs in Psychological Research, New York: Holt, Rinehart and Winston. 5. Ferguson, George A. (1976), Statistical Analysis in Psychology and Education, New York: McGraw Hill. 6. Garrett, H. E. (1973), Statistics in Psychology and Education, Bombay: Vakils, Feffer and Simon. 7. Good, C.V. and Douglas, E. Scats (1954), Methods in Social Research, New York: McGraw Hill. 8. Guilford, J.P. and Benjamin, Fruchter (1973), Fundamental Statistics in Psychology and Education, New York : McGraw Hill. 9. Kerlinger, F. N. (1973), Foundation of Behavioural Research, New York: Holt, Rinehart and Winston.

23 10. Koul, Lokesh (1988), Methodology of Research, New Delhi: Vikas. 11. Kurtz, A.K. and Mayo S.T. (1980), Statistical Methods in Psychology and Education, New Delhi: Narola. 12. Mangal, S.K. (2002), Statistics in Psychology and Education, New Delhi: Prentice Hall of India. 13. Mouly, A. J. (1963), The Science of Educational Research, New Delhi: Eurasia. 14. Neuman, W.L. (1997), An Introduction to Educational Research Methods: Qualitative and Quantitative Approaches, Boston: Allyn and Bacon. 15. Siegel, S. (1986), Non-parametric Statistics, New York: McGraw Hill. 16. Travers, R.M.W. (1978), An introduction to Educational Research, New York: Macmillan. 17. Van Dalen, D. B. (1992), Understanding Educational Research, New York: McGraw Hill. 18. Young, P.V. (1960), Scientific Social Surveys and Research, New York: Prentice Hall.

24 Paper IV (Option i ): Educational Technology I Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer type questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: explain the meaning, types and scope of Educational Technology formulate instructional objectives for different domains explain the concept of variables, phases and levels of Teaching describe different Models of teaching and develop two sample lesson plans explain Microteaching and Flander s Interaction Analysis along with their principles and processes. COURSE CONTENTS UNIT I a) Educational Technology: Concept, Nature and Perspective. b) Development of Educational Technology in Historical Perspective, Components of Educational Technology: Psycho-Technology, Planning Technology, Management- System Technology, ICT. UNIT II a) Objectives: Differentiation and Derivation from Aims to Goals, General Objectives from Goals and Instructional Objectives from General Objectives. b) Formulating Instructional Objectives, Categorization of Objectives in Taxonomic Categories of Cognitive, Affective and Psychomotor Domains.

25 UNIT III a) Teaching: Concept, Variables, Phases and Levels of Teaching: Memory, Understanding and Reflective level. b) Models of Teaching: i) Inductive Thinking Model, ii) Mastery Learning Model, iii) Non-directive Model. UNIT IV a) Teacher Training Techniques: Simulated Teaching and Microteaching. b) Observation of Classroom Interaction: Flanders Interaction Analysis: Concept, Assumptions, Coding and Decoding Procedures. SELECTED READINGS 1. Ahuja, M. (2007), Mastery Learning- A Practical Approach, Meerut: Vivek Publishers. 2. Bhushan, A & Ahuja, M. (1992), Educational Technology, Meerut : Vikas Publication. 3. Bigge, M.L.& Hunt,M.(1968), Psychological Foundation of Education, London : Harper and Row Publishers. 4. Bloom, B.S. (1972), Taxonomy of Educational Objectives. A Hand Book- I (Cognitive Domain), New York: Devid Mokeay Campo. 5. Das, R.C.(1993), Educational Technology : A Basic Text, New Delhi : Sterling Publishers. 6. Dececco, J.P. & Cramford, W.R.(1970), Psychology of Learning and Instructions, New Delhi : Prentice Hall of India Pvt. Ltd. 7. Flanders, Ned A. (1978), Analyzing Teacher Behaviour, London : Addison Wesley Publishing Co. 8. Gage, N.L. (1978), The Scientific Basis of the Art of Teaching, London : Teacher s College Press. 9. Joyce, B. Weil, M. & Showers, B. (1985), Models of Teaching, New Delhi : Prentice Hall of India Pvt. Ltd. 10. Mehra, V. (2010), A Text book of Educational Technology, New Delhi : Sanjay Prakashan.

26 Paper IV (Option i ): Educational Technology II Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer type questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: explain the concept, principles and styles of Programming explain development of Programmed Instructional Material discuss concept of mastery learning and in historical perspective discriminate between characteristics and limitations of Bloom s and Keller s mastery learning strategies discuss concept, characteristics and selection of media with special reference to computers, multi-media and mass media explain the concept, types and tools of evaluation describe the procedure of developing and validating CRT and NRT. COURSE CONTENTS UNIT I a) Programmed Instructions : Concept, Historical Development, Theoretical Rationale of Programming, Principles and Styles of Programmed Instruction. b) Development of Linear Programme. Co-operative Learning a) Concept, Salient Features, Criteria. b) Pedagogy of Co-operative Learning UNIT II

27 c) Relevance and Merits of Co-operative Learning. UNIT III a) Multimedia- Concept, History, Benefits of Multimedia in the Classroom. b) Computer Assisted Instruction. c) Blended Learning UNIT IV Evaluation in Teaching- Learning Process a) Need, Concept and Characteristics of Evaluation. b) Approaches to Evaluation c) Purpose of Evaluation. SELECTED READINGS 1. Bigge, M.L.& Hunt,M.(1968), Psychological Foundation of Education, London : Harper and Row Publishers. 2. Bloom, B.S. (1972), Taxonomy of Education Objectives. A Hand Book- I (Cognitive Domain), New York: Devid Mokeay Campo. 3. Chauhan S.S.(1978), A Textbook of Programmed Instruction, New Delhi : Sterling Publishers. 4. Das, R.C.(1993), Educational Technology: A Basic Text, New Delhi: Sterling Publishers. 5. Dececco, J.P.& Cramford, W.R. (1970), Psychology of Learning and Instructions, New Delhi : Prentice Hall of India Pvt. Ltd. 6. Gage, N.L.(1978), The Scientific Basis of the Art of Teaching, London : Teacher s College Press. 7. Gokul, S.(2005), Multimedia Magic, New Delhi : BPB Publishers. 8. Mehra, V.(2010), A Text book of Educational Technology, New Delhi: Sanjay Prakashan. 9. Richard, W. (2000), Multimedia- A Critical Introduction, London : Routledge, Jaylor & Frances Group. 10. Sharma, Hemant Lata & Sharma, Savita (2010), Learning to Learn With Love : Theory and Practices of Co-operative Learning, New Delhi : Gagandeep Publication.

28 Paper IV (Option ii): Teacher Education I Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: describe the need, concept and scope of teacher education and historical development with special emphasis on different documents highlight the aim and objectives of teacher education at elementary, secondary and higher education level discuss the structure, curriculum and methodology in pre-service teacher training programme explain the agencies of in-service teacher training programme discuss the various instructional strategies in teacher education. COURSE CONTENTS UNIT I Need, Concept and Scope of Teacher Education Historical Development of Teacher Education with Special Emphasis on Kothari Education Commission Report( ) National Policy on Education 1986 and 1992 National Curriculum Framework for Teacher Education (2009) UNIT II Aims and Objectives of Teacher Education at Elementary Level Secondary Level Higher Level Role of NCERT and NCTE in Teacher Education

29 UNIT III Pre-Service Teacher Education In-Service Teacher Education- Types of In-Service Courses for Teachers ( Orientation and Refresher Courses, Workshops, Seminars, Internship and Summer Institutes) Agencies for In-Service Education- DIET, NCERT, NCTE, Academic Staff Colleges and Extension Department UNIT IV (A) Instructional Strategies in Teacher Education Lecture Strategy Panel Discussion Brain Storming Simulation Action Research (B) Distance Education and Teacher Education SELECTED READINGS 1. National Curriculum Framework for Teacher Education: Towards Preparing Professional and Human Teacher, (2009) NCTE New Delhi. 2. Mangla, Sheela (2000), Teacher Education: Trends and Strategies, New Delhi: Radha Publishing. 3. MHRD(1986), National Policy of Education and Programme of Action, New Delhi: Govt. of India. 4. MHRD (1992) Programme of Action, Department of Education, Govt. of India, New Delhi. 5. Devedi, Prabhakar (1980), Teacher Education- a Resource Book, N.C.E.R.T., New Delhi. 6. Govt. of India (1966), Education and National Development, Report of Education Commission, New Delhi. 7. Govt. of India (1992), Report of C.A.B.E. Committee Department of Education, New Delhi. 8. Govt. of India (1986), National Policy of Education, Ministry of Human Resource and Development, New Delhi. 9. Kohli, V.K. (1992), Teacher Education in India, Ambala: Vivek Publishers. 10. N.I.E.P.A. (1984), Report on Status of Teachers, New Delhi. 11. Sharma, R.A. (2005), Teacher Education, Meerut: Loyal Book Depot. 12. Sharma, S.P. (2005), Teacher Education, New Delhi: Kanishka Publisher. 13. Udayveer (2006), Modern Teacher Training, New Delhi: Anmol Publications.

30 Paper IV (Option ii): Teacher Education II Time: 3 Hours Max. Marks: 100 (External: 80, Internal: 20) NOTE: a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: teaching profession and professional organization for various levels of teachers development of teacher education curriculum in India compare the teacher education programme USA, UK and India research in various areas of teacher education. understand the problems faced in the areas of teacher education COURSE CONTENTS UNIT I Modern System of Teacher Education Concept of Profession, Teaching as a Profession Future of Teaching as a Profession Faculty Improvement Programme UNIT II Committee of UGC on B.Ed Correspondence, 1994 Competency and Commitment based Teacher Education: Competencies Needed for Emerging Role of Teachers in the 21st Century. Performance Appraisal of Teachers Preparing Teacher for Special Schools

31 UNIT III Implementation of Curricula of Teacher Education at Various Levels Teacher s Organizations Teacher Education and other Institutions Teacher Education in U.S.A, U.K and India UNIT IV Areas of research in Teacher Education with Special Emphasis on: Teaching Effectiveness Criteria of Admission Modification of Teacher Behaviour School Effectiveness Current Problems of Teacher Education and Practicing Schools SELECTED READINGS 1. National Curriculum Framework for Teacher Education: Towards Preparing Professional and Human Teacher, 2009 NCTE New Delhi. 2. Mangla, Sheela (2000), Teacher Education: Trends and Strategies, New Delhi: Radha Publishing. 3. MHRD(1986), National Policy of Education and Programme of Action, New Delhi: Govt. of India. 4. MHRD (1992), Programme of Action, Department of Education, Govt. of India, New Delhi. 5. Devedi, Prabhakar (1980), Teacher Education- a Resource Book, N.C.E.R.T., New Delhi. 6. Govt. of India (1966), Education and National Development, Report of Education Commission, New Delhi. 7. Govt. of India (1992), Report of C.A.B.E. Committee Department of Education, New Delhi. 8. Govt. of India (1986), National Policy of Education, Ministry of Human Resource and Development, New Delhi. 9. Kohli, V.K. (1992), Teacher Education in India, Ambala : Vivek Publishers. 10. N.I.E.P.A. (1984), Report on Status of Teachers, New Delhi. 11. Sharma, R.A. (2005), Teacher Education, Meerut: Loyal Book Depot. 12. Sharma, S.P. (2005), Teacher Education, New Delhi: Kanishka Publisher. 13. Udayveer (2006), Modern Teacher Training, New Delhi: Anmol Publications.

32 Paper IV (Option iii): Environmental Education I Time: 3 Hours Max. Marks: 100 (External: 80, Internal: 20,) NOTE: a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer type questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: explain the concept and component of environment explain the concept and types of ecosystems describe food chain and food web explain the concept, importance, scope and aims of Environmental education enlist the principles and foundations of Environmental Education discriminate between different types of Environmental Pollution suggest some strategies for Environmental Conservation discuss the importance of responsible Environmental behaviour discuss the importance of Environmental awareness, attitude, sensitivity and action strategies for teachers and students. COURSE CONTENTS UNIT I a. Introduction to Environmental Education: Concept, Importance and Scope b. Concept and Types of Ecosystem c. Food Chain and Food Web UNIT-II a. Aims and Objective of Environmental Education b. Guiding Principles and Foundations of Environmental Education

33 UNIT-III a. Environmental Pollution: Air, Water, Soil and Noise and Radioactive Pollution b. Extinction of Flora and Fauna, Deforestation and Soil Erosion c. Importance of Environmental Conservation and Strategies for Environmental Conservation UNIT-IV a. Meaning, Importance and Components of Responsible Environmental Behaviour among Teachers and Students b. Importance of Environmental Awareness, Environmental Attitude, Environmental Sensitivity and Environmental Action Strategies for Teachers and Students SELECTED READINGS 1. Dani, H.M. (1986), Environmental Education : Panjab University, Chandigarh, Publication Bureau. 2. Bhall, S.C. and Khanna, H. (2007), Environmental Education, New Delhi : Regal Publication. 3. Nagra, V. (2006), Environmental Education, Jalandhar : Sharma Publications. 4. Nanda, K.V. (1997), Environmental Education, New Delhi: APH Publishing Corp. 5. Nasrin (2007), Education, Environment and Society, New Delhi : APH Publishing Corp. 6. Saxena, A.B. (1986), Environmental Education, Agra : National Psychological Corp. 7. Sharma, R.C. (1981), Environmental Education, New Delhi : Metropolitan Book Co. 8. Shrivastva, K.A. (2007), Global Warming, New Delhi : APH Publishing Corp. 9. Shukla, K.S. and Srivastva, R.P. (1992), Emerging pattern of Environmental Structure, New Delhi: Commonwealth Publishers. 10. Singh, K.Y. (2005), Teaching of Environmental Science, New Delhi : Charman Enterprises. 11. Sudhir, A.M. and Masillamani, M. (2003), Environmental Issues, New Delhi : Reliance Publishign House. 12. Vyas,H. (1995), Paryavaran Shiksha, New Delhi : Vidya Mandir.

34 Paper IV (Option iii): Environmental Education II Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer type questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: exhibit the relationship between man and environment explain the impact of man made and Natural disasters on Environment explain the role of educational institutions in disaster management discuss the importance of sustainable development explain the features of curriculum for environment education at school describe different methods of teaching environmental education explain various global environmental problems explain strategies for waste management COURSE CONTENTS UNIT I a. Relationship between Man and Environment. b. Effect of Man Made and Natural Disaster on Environment. c. Role of Educational Institutions in Disaster Management. UNIT-II a. Features of Curriculum for Environment Education. b. Special Nature of Curriculum on Environment Education. c. Programmes of Environment Education for Primary, Secondary and Higher Education Institutions.

35 UNIT-III a. Interdisciplinary and Integration Approaches for Teaching Environment Education. b. Methods of Teaching Environment Education, Discussion, Seminar, Workshop, Dialogue, Problem Solving, Field Survey, Projects, Exhibition and Experimental Learning. c. Role of Media: Print, Films and T.V. for Imparting Environment Education. UNIT-IV a. Global Environment Problems: Global warming, Ozone Depletion, e-waste and Population Explosion. b. Waste Management: e-waste, Medical Waste, Nuclear Waste, Solid and Liquid Waste. c. Comparative Study of Environmental Projects from Various countries. SELECTED READINGS 1. Dani, H.M. (1986), Environmental Education, Chandigarh : Publication Bureau, Panjab University. 2. Bhall, S.C. and Khanna, H. (2007), Environmental Education, New Delhi : Regal Publication. 3. Nagra, V. (2006), Environmental Education, Jalandhar : Sharma Publications. 4. Nanda, K.V. (1997), Environmental Education, New Delhi : APH Publishing Corp. 5. Nasrin (2007), Education, Environment and Society, New Delhi: APH Publishing Corp. 6. Saxena, A.B. (1986), Environnemental Education, Agra: National Psychological Corp. 7. Sharma, R.C. (1981), Environmental Education, New Delhi : Metropolitan Book Co. 8. Shrivastva, K.A. (2007), Global Warming, New Delhi : APH Publishing Corp. 9. Shukla, K.S. and Srivastva, R.P. (1992), Emerging pattern of Environmental Structure, New Delhi : Commonwealth Publishers. 10. Singh, K.Y. (2005), Teaching of Environmental Science, New Delhi : Charman Enterprises. 11. Sudhir, A.M. and Masillamani, M. (2003), Environmental Issues, New Delhi : Reliance Publishing House. 12. Kumar, V.K. (1982), A Study of Environmental Pollution, Varanasi : Tara Book Agency.

36 Paper IV (Option iv): Value Education and Human Rights I Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20) NOTE : a) FOR PAPER SETTER i)paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii)q.no. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. iii)two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. b) FOR CANDIDATES Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks. Course objectives: After completing the course, the students will be able to: enable students to understand the need and importance of value- education and education for human rights enable students to understand the nature of values, moral values, moral education and to differentiate such values form religious education, moral training or moral indoctrination orient themselves with the basis of morality and with the place of reason and emotions in moral development of the child enable them to understand the process of moral development vis-a-vis their cognitive and social development orient themselves with various intervention strategies for moral education and conversion of moral learning into moral education orient themselves about the philosophical foundations of human rights. COURSE CONTENTS UNIT I Conceptual Framework of Value Education. (i) Meaning, Nature and Scope of Value Education. (ii) Objectives of Value Education. (iii)types-competent, Instrumental, Terminal, Extrinsic and Intrinsic Values. Importance of Value Education

37 UNIT II Content of Value Education and Culture (i) Competency Based Values- Subject wise (Languages, Social Sciences, Science, Maths etc.) (ii) Co curricular Activity Based Values- Social, Moral, Aesthetic and Spiritual Values (iii) Human Values in the Context of Indian Culture and Constitution - Truth, Love, Peace, Righteousness, Non- Violence etc. UNIT III Conceptual Framework of Human Rights (i) Meaning, Objectives, Nature and Scope of Human Rights (ii) Content of Human Rights Education (iii) Obstacles and Barriers in Implementing Human Rights. (iv) Education as an Agency to Sensitize Students towards Human Rights UNIT IV Philosophical Foundations of Human Rights: Nature and Sources. SELECTED READINGS 1. Guber, F.C. (1963), Aspects of Value, Philadelphia: University of Pennsylvania Press. 2. Kluckhokhn, C. (1961), The Study of Values. In D.N. barett (ed), Value in America, Norte Dame: University of Norte Dame Press. 3. Malhotra P.L.(1986), Education, Social Values and Social Work- The Task for the New Generation, New Delhi : N.C.E.R.T. 4. Morris, Charles (1956), Varieties of Human Values, Chicago: University of Chicago Press. 5. Mujeeb, M.(1965), Education and Traditional Values, Meerut: Meenakashi Prakashan. 6. Mukerjee, R.K. (1969), Social Structure of Values, New Delhi: S. Chand and Company. 7. Rokeach, M. (1978), The Nature of Human Values, New York : Jessy Brassm. 8. Karan, Reddy and V. Narayan (1979), Education and Value, New Delhi: B.R. Publishers Corpn. 9. Mohanty, J. (2005), Teaching of Human Rights: New Trends and Innovations. New Delhi: Deep and Deep Publications Pvt. Ltd. 10. Pandey, V. C. (2005), Value Education and Education for Human Rights, NewDelhi : Isha Books. 11. Bhatt, S.R. (1986), Knowledge, Value and Education: An Axionoetic Analysis, New Delhi: Gian Publishers. 12. Josta, Hari Ram (1991), Spiritual Values and Education, Ambala Cantt: Associated Publishers. 13. Kar, N.N. (1996): A Philosophical Study, Ambala Cantt: Associated Publishers.